Educational Psychology: A Cognitive ViewThe basic premise of this book is that educational psychology is primarily concerned with the nature, conditions, outcomes, and evaluation of classroom learning. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 86
˹éÒ 457
In a group - centered program care must be taken neither to confound democratic
discipline with a laissez - faire approach nor to abdicate the school ' s primary
responsibility for organizing the curriculum . Students should not be given a great
...
In a group - centered program care must be taken neither to confound democratic
discipline with a laissez - faire approach nor to abdicate the school ' s primary
responsibility for organizing the curriculum . Students should not be given a great
...
˹éÒ 460
From the standpoint of school learning , as pointed out above , discipline is also
necessary for the orderly regulation of classroom activities . Democratic
Discipline The proponents of democratic classroom discipline believe in
imposing the ...
From the standpoint of school learning , as pointed out above , discipline is also
necessary for the orderly regulation of classroom activities . Democratic
Discipline The proponents of democratic classroom discipline believe in
imposing the ...
˹éÒ 463
Democratic school discipline is still an appropriate and realistic goal for American
education ; hence there is no need to throw away the baby with the bath water . It
is only necessary to discard the aforementioned permissivist doctrines ...
Democratic school discipline is still an appropriate and realistic goal for American
education ; hence there is no need to throw away the baby with the bath water . It
is only necessary to discard the aforementioned permissivist doctrines ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅ觢éÍÁÙÅ·ÑèÇä»
à¹×éÍËÒ
THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
MEANING AND MEANINGFUL LEARNING | 37 |
MEANINGFUL RECEPTION LEARNING | 83 |
ÅÔ¢ÊÔ·¸Ôì | |
18 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
Educational Psychology: A Cognitive View David Paul Ausubel,Joseph Donald Novak,Helen Hanesian ÁØÁÁͧÍÂèÒ§ÂèÍ - 1978 |
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
ability abstract academic achievement acquired acquisition activity actual adult already applied approach aspects assimilation attributes become changes child classroom cognitive structure completely concepts course creative culture dependent derived differentiated difficulty direct discipline discovery educational effect established evidence example existing experience facilitating fact factors findings function given greater Hence ideas important increase individual influence instances instruction intellectual intelligence involved kinds knowledge language largely later learner learning task less logical material meaning meaningful learning measure method motivation nature necessary objective operations organization particular personality positive possible potentially practice presented principles problem solving propositions psychological pupils reason reflects relationship relatively relevant response retention rote scores Second situations social stage status studies subject matter success teachers teaching tend theory tion transfer understanding variables verbal
ºÃóҹءÃÁ
| ª×èÍ˹ѧÊ×Í | Educational Psychology: A Cognitive View |
| ¼Ùéáµè§ | David Paul Ausubel |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | Holt, Rinehart and Winston, 1968 |
| µé¹©ºÑºÁÒ¨Ò¡ | University of Michigan |
| á»Å§à»ç¹¢éÍÁÙÅ´Ô¨Ô·ÑÅ | 14 ¡.¤. 2008 |
| ISBN | 0030696402, 9780030696404 |
| ¤ÇÒÁÂÒÇ | 685 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |